Abstract

Evidence from multimedia research is far from being conclusive because of producing confounding effects or of neglecting parameters. A major role within this shortcoming plays motivation, as traditional multimedia theory is mainly based on cognitive factors widely ignoring, that motivation influences significantly learning resources. Within this paper, several theoretical models are critically reviewed and an integrated model of multimedia learning and motivation is presented which is based on current research in the field of educational psychology. The model can stimulate research, as it represents an expansion of the popular cognitive theory of multimedia learning from Mayer (2001). It integrates additional variables, such as mental resources management and motivational processing. The model can also provide instructional designers with a summary of main factors that have to be considered when developing multimedia-based learning environments.